METHODOLOGY IAbril – Agosto 2011

ESCUELA:

NOMBRE:

ENGLISH LANGUAGE SCHOOL

SEGUNDO BIMESTRE:

M.S. NINA NESTERENKO

Neurolinguistic Programming 1970`s

John Grindler ( linguist ) Richard Bandler( psychologist)

It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change, and designed to convince people that they have the power to control their own and other people’s lives for the better, and prescriptions on how to do that.

“neuro“ refers to the brain and how it functions. “ Neuro” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process.

“ Linguistic” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing.

“Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.

NLP – is an interpersonal communication model

“Programming” refers to patterns or“programs’ of thoughts andbehaviour. This part of NLP is concerned with training ourselves to think, to speak, and act in new and positive ways in order to release our potential and reach the achievements we dream about.

Principles of NLP“know what you want”

maximize similarities and minimize

differences between people

“ Use your senses” – look at,

listen to, and feel

what is happening

Outcomes

Rapport

Sensory acuity

Flexibilityhave a range of skills to do something else if what you are doing is not working.

SKILLS vs PHILOSOPHY

Modelling is central to NLP.

The effectiveness of successful people liesnot in their skills but in theirattitudes, approaches and philosophiesthey have in common which make themcapable of efective work, and these couldbe lerned and transmitted.

Others could learn from these

models to be effective the

same way

In NLP “change “ in a person

is very important

NLP and Teaching

NLP can be applied to the teaching of

all aspects of language.

The suggested lesson sequence is “to

help students become aware of a feeling level of the conceptual meaning of a grammatical structure”.

THE LEXICAL APPROACH

belief that “building blocks “ of language

learning and communication are not

grammar, functions, notions, but

LEXIS – words and word

combinations ( word collocations).

Collocations – are regular

Occurrence together of words.

Phrasal verbs and idioms are varieties of

collocations.

Lexis plays a central role in language learning.

Main point

Krashen – through reading

Lewis (2000) – through teacher’s

talk(teacher is a “knower”,learner –a “discoverer“)

Teacher's talk is a major source of learner

input in demonstrating how lexical phrases

are used for different functional purposes.

Computer – based applications –

through investigations and

comparison.

texts, tapes, teacher's manual

collections of vocabulary teaching activities

printout versions of computer corpora collections in text format

computer programs (CD ROM format, downloaded from sites on the Internet

Classroom activitiesShould involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations.

Use of exercises that focus on lexical phrases through debates, analyzing contexts.

Use of comparative analysis via computers

Use of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs

Use of exercises that involve teaching individual collocations

Teaching individual collocations

Making students aware of collocations

Write word definitions

Write the sentences with the new words

Give synonyms/antonyms

Give feedback on learner’s errors

Store collocations or phrase verbs and idioms in a lexical notebook

COMPETENCY – BASED LANGUAGE TEACHING

USA, 1970`s (CBLT)

Educational movement that is based on

programs that consist in: tasks that lead to

a demonstrated mastery of language

associated with specific skills that are

necessary for individuals to function

proficiently in the society.

How appropriate is our vocabulary?

How would we speak in different

situations?

How can we apply our vocabulary

focusing on life skills?

How is the function of our language in

different contexts?

Characteristics of

CBLT:- -. It establishes graded objectives: the definition of short – term goals, each building upon the one before, so that learners advance in knowledge and skill.

It teaches language in relation to social contexts in which it is used

It is used for language teaching in situations where learners have specific needs and where language skills they need can be predicted or determined

Characteristics of CBLT

It has the notion that certain life

encounters certain language (designers of CBLT can predict the vocabulary and structures likely

to be encountered in those particular situations)

CBLT is built around communicative competence

and seeks to develop functional communication

skills in learners( through specific

real – world tasks)

Competencies are designed to

enable learners to participate effectively

in society.

Description of Competencies

Knowledge and learning

competencies

Oral competencies

Reading competencies

Writing competencies

CBLT design

It designed around the notion of competency

Competencies consist of description of essential

skills,attitudes, and behaviours required for

effective performance of a real-world tasks or

activities (related to any domain in life, or linked

to the field of work or to social survival in a new

environment )

According to Auerbach (1986), factors

involved in implementation of CBE in ESL :

1.The focus on successful

functioning in society

2. A focus on life skills

3.Task – or performance-centered

orientation (what students can do as a result of

instruction)

4. Modularized instruction (objectives and

sub-objectives- to have a clear sense

of progress).

Activities

Fill job application Perform job interview Follow instructions to carry

out a simple task Respond appropriately to

supervisor’ s comments Use social language Understand and comment work

schedules , fill paychecks Read charts labels, forms written

instructions to perform a task State problem and ask for help if

necessary

Activities Follow simple oraldirections to locate a place

Report completion of task to supervisor

Ask where object is located: follow

oral directions to locate an object

Respond appropriately to work interruption or

modification

The competencies are specific andpractical and relate to learners needs

The learners can judgewhether the competenciesare relevant and useful

Learner knows exactly what needs to be learned

Competencies can be mastered one at a time so the learner cansee what has been learned andwhat still remains to be learned

Negative Points

There are no valid procedures available to develop competencylists for more programs

Many of the areas for which competencies are needed are impossible to operationalize (areas of adult living”,“survival”, “functioning proficiency in the community”, etc).

It starts from a theory of a

language as communication.

The primary function of

language is to allow inter-

action and communication.

The focus on communicative and contextual factors in language use.

Communicative acts underline the

ability to use language for different

purposes.

British linguist, D.A. Wilkins (1972) proposed

functional definition of language

Two types of meaning:

1.Notional categories –

time, sequence, quantity, loc

ation, frequency

2. Categories of communicative function:

requests, denials, offers, complaints

The goal develop communicative compe-

tence.

Language involves functions: Inviting, agreeing, suggestions ,etcwhich students should learn how to use

To have enough exposure tolanguage and opportunities to useit and motivation: language learningwill be successful.

The main point of CLT is to remind teachers that people learnlanguages not so they “ know“ thembut so that they can communicate.

STRANDS OF CLT

Characteristics of CLTIt is a learner-centered approach

Authentic and meaningful communication

is the goal of classroom activities.

Fluency is given priority

Integration of all language skills

Communication is a creative process that involves trial and error

Learning a language through using it to communicate

Appropriateness - use of formal / informal

language according to the situation.

Message focus: creating/understanding

of message (real meaning)

Psycholinguistic processing: engage

learners in the use of cognitive and other

processes of SL acquisition.

Risk – takingFree

Practice

1.Task- BasedComparing set of pictures and notingsimilarities and differencesWorking out a sequence of events in a set of picturesDiscovering missing picturesin a map or pictures

Giving instructions on how to draw a picture or shape orhow to complete a mapFollowing directionsand solving a problem

Classroom activitiesare unlimited

Conversation and discussions

Debates

Dialogues and role plays

Simulations and improvisations

games ,pair work, interview

dents interact with each other

Students interact with each other

rather than with the teacher.

Learners see that failed communication is the joint responsibility, and not the fault of listener or speakerSuccessful communication is achieved collaboratively

Teacher’s roles

Facilitate the communication between all

participants in classroom, and between the

participants and the activities and the text.

To act as an independent participant withinthe learning – teaching group

As a researcher and learner, counselor, group manager.

Text – based:

a lesson topic

Purpose: asking comprehension questions,

taking notes, task analysis for thematic

development, understanding the message,

asking for more information, a practice

situation, description , conversation, etc

- exercise hand-book( text-

book, student book)

- activity cards,

- pair-communication practice

material,

- drills material

TASK – BASED MATERIALS

Authentic materials: signs,

magazines, advertisements,

newspapers, use of maps,

charts, graphs.

Realia:“from life “ materials

1.Presentation of a dialogue (or a situation )

and discussion of language function-formality / informality, setting, topic .

2. Oral parctice of each utterance of thedialogue ( situation ) – individually,ingroups, as a whole class. Similar dialogues may be created.

3. Questions – answers based on thesituation / dialogue.

4. Questions – answers based on thestudents personal experience.

It is a communicative approach. Language is viewedas a vehicle for communicating meaning and message.

to achieve basic personal communication skills: oral (listening to public announcements)

- Basic personal communication skills : written ( reading and writing )

- Academic learning skills: oral (listeningto a lecture )

- Academic learning skills: written (takingnotes in class)

GOALS

Specific objectives depend on learners

needs and the skill (reading, writing,

listening , and speaking)

Help beginners become intermediates

Develop basic communication skills , both oral and written, in every day

situations.

- NA places no emphasis on teacher monologues, direct repetition, and formal question and answer.

- less focus on accuracy

- Exposure (input ), rather then practice

- Central role of Comprehension

BUT it emphasizes

1. The Acquisition / Learning Hypothesis Acquisition is the “natural way”- it refers to an

unconscious process that involves the development of

language proficiency through understanding and

through meaningful communication.

a. Time - there must be sufficient time for a learner to choose and apply the learned rule.

b. Focus on form– focus on

correctness.

a. Knowledge of rules

CONDITIONS

2. The Monitor Hypothesis –Ability to correct our mistakes whilecommunicating.

3. The Natural Order

Hypothesis-the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental

processes.

4. The input Hypothesis –

relationship between the learner's exposure to language and language acquisition

5.The Affective Filter Hypothesis-

importance of learner's

emotional state.

- Motivation

- Self – confidence

- Anxiety

- Low affective filter leads

to interaction with more

confidence.

Teacher`s role

Teacher generates a constant flow of language input ( T. is a primary source of comprehensible input in the target language)

Teacher creates an interesting and friendly atmosphere with low affective filter. ( no error correcting, subjects of high interest) .

The use of various interesting technique

and activities, the choice of materials.

Learner decides when to speak

what to speak about

what linguistic expressions to use in speaking

Pre-production stage – response

to physical commands, pointing at

something, etc

STAGES

Early – production - single

words, simple questions and, short phrases and simple answers.

Speech – emergent phase –role-plays, games, exchange of opinions, group problem solving , etc

CLASSROOM ACTIVITIES

The use of imperative

Demonstrations (realia)

The use of pictures, flashcards

Physical descriptions

Simple questions and answers

The use of visuals tointroduce new vocabulary

Identifiying the pictureaccording to description

Short dialoguesConversations

Goal make class activities meaningful,

relate them to the real world, foster

comprehension and communication

among learners.

The use of realia : pictures, visual aids, schedules, advertisements, maps, books, etc.

Cooperative Language Teaching

Learning id dependent on the socially

structured exchange of information

between learners and in which each

learner is motivated to increase the

learning of others(Olsen and Kagan,1992)

Emphasis on maximumuse of cooperativeactivities involving pairsand small groups oflearners in the classroom.

to increase cooperation rather then

competition

to develop critical thinking skills

to develop communicative competence through socially structured interaction activities

to provide opportunities for L2 learning through the use of interactive pair/group work

to focus attention on language structures, particular lexical items, and communication through interactive tasks

Lev Vygotsky and Jean Piaget -stress the

central role of social interaction in

learning.

CLL is contrasted with competitivelearning.

working together to

accomplish shared goals.

Cooperation

Learning occurs in groups

1. Formal cooperativelearning groups – are established to achievespecific tasks.

2. Informal cooperative learninggroups - facilitate learning duringdirect teching.

3. Cooperative base groups – giveeach member support, help, encouragement, and assistanceto succeed academically.

IMPORTANT ASPECTS OF GROUP WORK

For one group:

- All students work on the

same material

- Teacher directs presentation

of the task

- Everyone should know what to do

- Any group member should know theanswer and be ready to report and explain.

Topics may be different for each group

Students may use different sources forresearch

Work may be presented in oral or writenform

Each group presents work

for the whole class

(not only for the teacher )

For different groups in the same class

Classroom activities Exchange of opinions

Sharing information and discussing it

group projects

Pair work

Information-gap activities ( filling missing information during interaction with another group or partner )

Interviews

Round tables

Solving problems

Learners Roles

L.a member of a group,

Learners are responsible of their own

learning: they plan,monitor, and evaluate

their own learning

Teacher's Roles

Teacher creates a well-organized learning environment, establishes goals, plans and structures tasks, assigns students in pairs or groups, selects material and time

Teacher is facilitator of learning

Content – Based Instruction

(1980`s)

CBI is based on the principles

of Communicative Language

Teaching – class should be

focused on real communication

and the exchange of information.

In this approach, teaching is organizedaround the content or information that

students will acquire, rather thenaround a linguistic type of syllabus.

language is used for specific

purposes (academic,vocational, social)

Learning is believed to be more motivating when

students use topics of a particular interest.

The language that is being taught could

be used to present subject matter

Main point

People learn a second language more

successfully when they use the language

as a means of acquiring information.

CBI better reflects learner's needs for learning a second language-prepare students for academic studies, and to be able to access the content of academic learning and teaching as quickly as possible

CLASS ACTIVITIES

- Vocabulary building

- Communicative inter –

action

- Study skills

- Group work and team-building techniques

- Jigsaw reading arrangements

- Much writing

- Language skill improvement

TEACHER`S ROLESTEACHER must be good knower of the

subject, besides of English.

- He/ she selects, adapts

authenticmaterial for class use;

- analyzes the students needs,

- develops high- level of student

esteem,

- uses appropriate error

correction techniques.

LEARNER`S ROLES

LEARNERS are sources of content

and active participants in the

selection of topics.

MATERIALS

CBI is based on content area,

or theme – based model in which content

and instructional sequence is chosen

according to language learning goals.

- Authentic texts, subject textbooks,

articles related to the subject.

Materials could be adapted or

Modified to achieve maximum comprehensibility.

MATERIALS

TBLT is an approach based on the use of tasks requiring increasingly complex use of language.

The tasks are done in groups where learners use English they already know.

TASK- BASED LANGUAGE

TEACHING, India , 1980s( Prabhu)

TBLT emphasizes the importance of activities:

- Which involve real communication

- In which language is meaningful and is used for carrying out meaningful tasks.

a. real world tasks

(ex:phone conversation,

filling hotel forms, etc )

b. pedagogical tasks

(ex: doing a grammar

exercise, etc)

TASKS

PRE- TASK :introduction to a topic, listening, reading,

brainstorming; activation of essential language previously

learned

TASK: Planning the task, doing the task ( finding solution

to a puzzle, reading a map, writing a letter, making a phone

call, etc), and reporting or presenting the product of task.

POST –TASK :Focus on language used, error correction,

comments on tasks; practice of the language (reviewing

new grammar or vocabulary used during the task, etc;

discussion of the task.

Important clear objectives and a sense of achievement

POSITIVE POINTSTasks improve learners motivation

and learning

Tasks require the learners to use

authentic language

Tasks include physical activity, they

involve partnership and collaboration

NEGATIVE aspects

Difficult tasks may reduce the

attention, therefore, fluency may

develop at the expense of accuracy

THANK YOU! nnesterenko@utpl.edu.ec( 072 – 570-275 ( ext. 2327 )